Everyindividualhastheright to Privacyinsomeareasof Theirlives,But Sharing Other

Yourdetails: Publicor private?

Everyindividualhastheright to privacyinsomeareasof theirlives,but sharing other piecesofinformation can benefit societyasa whole.Thiscan helpwith security,taxation,welfareprovision, and more.Butwheredoesthe balance lie?

Thisresourceincludesaset of cardstochallengeyour students to think about which piecesof information abouttheir livestheyfeel should bepersonal and which should be shared, in thecontext oftheProtection ofFreedomsAct

2012.

For more information,you can also read the onlinefeature about personalfreedomsand theissuesraised bytheProtection ofFreedomsAct.

widely.

Howto usethecards

Thefirststepis to printoutandcutupthecards onpages3-5anddistributetoyour students.Youmaywanttotakeseveral copies soyour studentscan discussthemin small groups.

Chooseoneofthe threeclassroomactivities below.Eachwill allow you tofocus ona different aspect oftheissueofpersonalfreedoms.

Option 1:THEGOVERNMENT:Give eachgroupafullsetofcardsandask themtoconsider eachcard inturn.Questionstheyshouldconsider include:

oWhichpiecesofinformationdoyouthinkauthorities suchas governmentdepartments or thepolicemightneed tohaveandwhy?

oHow willsharingthatinformationhelptorunthecountry?

oWhichpiecesofinformationdoyoufeel shouldremainpersonal, and why?

Ask thegroups topresenttheirresponses totherest oftheclass.

Option 2:WHO KNOWSWHAT?:Give eachgroupadifferentroleofan organisation thatneeds toknowinformationaboutmembersofthepublic,for example,aGPgroup,aninsurancecompany,theInlandRevenue,thepolice. Consideringthe piecesofinformationoneachcard, askthestudentstowrite

alist of alltheinformationtheirorganisationwouldneed(andhave theright)

toknow, andwhatinformation theyfeel would beexcessive.Ask eachgroup to presentbacktotheclass,givingreasons.

Option 3:FILLIN THEBLANKS:Give eachgroupa fullset ofcards to discuss.Usingtheblank cards,ask thegroup tothink ofwhatother personal informationtheybelieveshouldbekeptprivate andsomethatshould be shared.Askeachgroup topresentback to theclass,givingreasons.

Howdo thequestioncardsrelateto the Protection ofFreedomsAct 2012? Thequestioncardsinthis resourceencouragestudentstothinkaboutwhat informationtheybelieveshouldremainprivate andwhatshouldbeshared, with particular referencetothe Protection ofFreedomsAct.

 Whatroutedoyoutake toschool /college?Studentscanthinkabout

regulation ofCCTVcamerasinthecontextofthis question.

Whatdoes yourfingerprintlook like? Students canthinkaboutwhether organisations likeschools shouldbeabletouse theirbiometricdata.

 Whatis your DNAcode? Studentscanthinkaboutwhetherthepoliceshould

haverecordsofcitizens’DNAdataandwhether this shoulddependon

factorslikewhether theyhave ever beenarrestedfor,or convicted of,acrime.

Whatis inyour bag/pockets?Studentscanthinkaboutthe useofstop and search measuresinthecontextofthis question.

Tofind outmoreabouttheProtection ofFreedomsAct,visitthe onlinefeature aboutpersonalfreedoms.

When wereyou born? / What is yourgender?
Areyou married? / What is your race/ethnicity?
Where do you live? / What is yourDNA
code?
Which countries do you travel to? / What does your fingerprint look like?
What is yourincome? / Whatroutedoyoutake toschool/college?
Whatshopsdoyoubuy yourclothesfrom? / What doyou doat weekends?
What doyou wear? / Have you ever taken part in a protest?
Do youvote? / How much do you weigh?
Do you consider yourself tohave a disability? / Do yousmoke?
What internet sites have you viewed? / What is inyour bag/pockets?